Page 111 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

OVERVIEW
In courses in international languages, students develop their listening, speaking, reading, and writing skills in order to communicate in the language of study (the target language) in a variety of contexts and for a variety of purposes, with a focus on real-life situations and uses. Through their exploration of a wide variety of authentic materials and mean- ingful activities, students develop not only language skills but also the skills necessary for lifelong language learning. They also acquire an understanding and appreciation of diverse communities around the world where the target language is spoken, and make connections to their own community.
Language structures and conventions that are appropriate for each level are listed in the Language Knowledge chart for international languages that is provided in Appendix B. Students should be given ample opportunities to demonstrate and extend their under- standing of the language elements by applying them in a wide variety of contexts across the strands. Two additional charts are provided to assist teachers in planning learning activities – Topics for Developing Vocabulary, and Cultural Concepts for Developing Intercultural Understanding.
The expectations for courses in international languages are organized into four distinct but related strands:
Listening
Oral communication skills lay the foundation for the acquisition of any new language, and pave the way for learning to read and write in that language. Well-developed listening skills are essential for students’ development of the proficiency in the target language that they will need to succeed in the program. To develop their listening and interaction skills, international language learners need extensive opportunities to listen to and interact with others. They also need to develop listening skills in order to understand what is said during classroom presentations, in radio and television broadcasts, and in many other contexts. At first, students listen to directions and instructions; as they progress, they are able to take point-form notes in class; and eventually, they are able to provide a summary of a presentation.
International language learners need many opportunities to listen to a range of subjects, including topics that interest them, concepts in school subjects, and contemporary issues. Students listen to words, phrases, and passages in the target language in order to identify standard pronunciation and to improve their reading comprehension. Students listen to explanations of language structures and conventions and cultural concepts. They also
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INTERNATIONAL LANGUAGES